Fanling Assembly of God Church Primary School
✨ Happy Index
Composite score across the happiness indicators applicable to this school (0-100%)
Primary：11 indicators apply, 1 matched
🎯 Mission
A professional and devoted teaching team provides a fair, respectful and safe learning environment for students to develop their multiple intelligences. In addition, our students' self-esteem, self-confidence and personalities are also nurtured while they strive to achieve outstanding academic achievements.
📚 Approach & Strategies
1. Create a diversified learning experience and a favourable learning environment which arouse students' motivation in learning, as well as to promote self-directed learning and support students to achieve higher learning goals. 2. Adopt the 'Three-tier Intervention Model for Gifted Education'. Apply different pedagogies and arrange different activities that could cultivate students' potential and the development of multiple intelligences. 3. Adopt diversified learning and teaching strategies to help students achieve their potential, and focus to cater for learner diversity, as well as to maintain students' motivation. 4. Diversified modes of assessment are introduced, putting great emphasis on both providing written feedback and involving different stakeholders such as students and pare…
💛 SEN Support
Our school adopts a 3-tier support model to provide appropriate support to the students. For Tier One support, we provide quality teaching in the regular classroom for students with transient or mild learning difficulties. For Tier Two support, we provide additional support for students with persistent learning difficulties. For Tier Three support, we provide intensive individualised support for students with severe learning difficulties. We have an additional teaching post (SENCO) to lead the student support team and assist the school in planning, coordinating and implementing the Whole-School Approach to IE in order to further cultivate an inclusive school culture and enhance the effectiveness of the support given to students with special educational needs.
🎨 Whole-person Learning
A wide range of extracurricular activities and special groups are provided, such as interest classes, uniform groups, school teams and talent groups. For the holistic development of students, the school has structured Life-wide Learning activities on Fridays.
📋 School Data
All raw fields from the Education Bureau school profile not shown above.
| poa_school_net | 81 |
|---|---|
| school_type_1 | Aided |
| school_type_2 | Whole Day |
| imc | Established |
| training_compliance_rate_supervisor_managers_smc_chairperson_members | - |
| title_supervisor_chairman_of_mc | Dr. |
| title_of_school_head | Ms. |
| sponsoring_body | Fanling Assembly of God Church Ltd |
| school_motto | Chinese version only |
| school_size | 3940 |
| through_train_sec_school | - |
| feeder_sec_school | - |
| nominated_sec_school | - |
| school_bus | Yes |
| nanny_van | - |
| parent_teacher_association | Yes |
| school_alumni_association | Yes |
| asc_school_fee | - |
| asc_tong_fai | - |
| asc_pta_fee | $100 (for 6 years) |
| asc_charges_for_non_standard_items | Fees for Specific Purposes $400 |
| asc_others | - |
| fac_no_of_classroom | 25 |
| fac_no_of_school_hall | 1 |
| fac_no_of_playground | 1 |
| fac_no_of_library | 1 |
| fac_special_rooms | 7 (English Room, Music Room, General Studies Room, STEAM Room, Visual Arts Room, Student Activity Centre, Conference Room). |
| fac_others | - |
| fac_support_for_specialedu | Accessible lift and Accessible toilet. |
| previous_year_tsi_no_of_approved_teaching_posts | 48 |
| previous_year_tsi_percent_of_received_teacher_training | 98 |
| previous_year_tsi_percent_of_master_doctorate_or_above | 42 |
| previous_year_tsi_percent_of_special_edu_training | 72 |
| previous_year_tsi_percent_of_exp_0_4 | 19 |
| previous_year_tsi_percent_of_exp_5_9 | 19 |
| previous_year_tsi_percent_of_exp_10_or_above | 62 |
| previous_year_no_of_class_p1 | 5 |
| previous_year_no_of_class_p2 | 4 |
| previous_year_no_of_class_p3 | 4 |
| previous_year_no_of_class_p4 | 4 |
| previous_year_no_of_class_p5 | 4 |
| previous_year_no_of_class_p6 | 4 |
| previous_year_no_of_class_total | 25 |
| current_year_no_of_class_p1 | 4 |
| current_year_no_of_class_p2 | 5 |
| current_year_no_of_class_p3 | 4 |
| current_year_no_of_class_p4 | 4 |
| current_year_no_of_class_p5 | 4 |
| current_year_no_of_class_p6 | 4 |
| current_year_no_of_class_total | 25 |
| cs_mode_of_teaching | All classes in our school are small in size. We use tiered instruction and streamed classes to cater for learner diversity. We also offer remedial classes to give additional support. Following the School-Based Gifted Curriculum Programme, We provide pupils with activities to develop their multiple intelligences and higher-order thinking skills. |
| cs_remarks | - |
| no_of_test_per_year_P1 | 1 |
| no_of_exam_per_year_P1 | 1 |
| replace_test_exam_P1 | Yes |
| no_of_test_per_year_P2-P6 | 1 |
| no_of_exam_P2-P6 | 2 |
| formulate_appropriate_school_based_assessment_assignment_policy_inform_parents_collect_views_from_teachers_students_parents_regularly | Yes |
| upload_school_assessment_policy_to_school_web | Yes |
| upload_school_assignment_policy_to_school_web | Yes |
| diversified_assessment | In order to promote assessment for learning, continuous Multiple Intelligence Assessments are supplemented with 3 formal assessments for Primary 2 to 6 and 2 for Primary 1 in each academic year. In addition, various evidence for learning is collected throughout the year. |
| avoid_test_exam_after_long_holidays | Yes |
| arrange_timetable_flexibly_tutorial_session_in_afternoon | Yes |
| streaming_arrangement | Mixed ability classes in P.1-P.6.To cater for learner diversity, more capable P.4-P.6 students will be streamed into specific classes during English and Maths lessons. In this way, those who remain in the original classes can be catered to with a higher ratio of teachers to students. |
| no_of_school_days_per_week | 5 |
| no_of_periods_per_day | 8 |
| duration_of_each_period | 40 |
| school_starts_at | 8:00 |
| school_starts_at_AMPM | AM |
| school_ends_at | 2:55 |
| school_ends_at_AMPM | PM |
| lunch_start_time | 12:50 |
| lunch_end_time | 1:40 |
| lunch_arrangement | Provided by designated supplier and / or students bring their own lunch. |
| school_life_remarks | - |
| school_management_url | http://www.fagps.edu.hk |
| school_organisation | Our school is committed to excellence as a Learning organisation, going so far as to set-up an administrative committee as well as a functional committee, in order to fully implement a school-based management system that effectively promotes our school's development. |
| imc_smc_mc | School IMC members of the school community are composed of external independent persons, parents, teachers and the principal components. |
| school_green_policy | Green environmental conservation measures are provided, such as waste separation schemes and reducing the use of disposable utensils. |
| school_major_concerns_url | http://www.fagps.edu.hk |
| school_major_concerns | 1. Promoting self-directed learning so that pupils can become self-disciplined, reflective and responsible.<br>2. Co-creating a sense of belonging towards the school and strengthening national identity. |
| learning_and_teaching_plan_url | http://www.fagps.edu.hk |
| major_renewed_emphases_pri_edu_curriculum | The school will focus on the key updates of the PECG: The updated seven learning goals of primary education; The three major directions and seven major renewed emphases of the ongoing renewal of the primary curriculum; and good use of learning time and suggested time allocation.<br><br>In addition, for better equipping our students, the school will sustain and deepen cross-curricular learning and reading across the curriculum for developing lifelong learning capabilities and catering for learner diversity, strengthen values education, reinforce STEAM education, broaden their scope of learning and horizons to achieve whole-person development and establish a solid foundation for lifelong learning. |
| dev_of_generic_skills | Incorporate the training of generic skills into the formal curriculum and school-based curriculum. |
| cultivation_of_proper_values_attitudes_and_behaviours | A wide range of learning experiences are provided. These include the school-based counseling activities, the Understanding Adolescent Project, the Teacher-Student Buddies Mentoring Scheme and the curriculum of Life Education. With these school-based elements (regular assemblies, talks and teaching sessions offered by teachers of different subjects), the students' positive values and proactive attitudes can be nurtured. |
| student_support_url | http://www.fagps.edu.hk |
| whole_school_approach_cater_for_learner_diversity | Adopting the Whole School Approach, Early Identification and Intervention are provided for students with special educational needs, small groups and learning support groups are there to help students develop learning, social and attention skills.<br>Gifted learning activities are provided in various subjects so as to cultivate gifted students. |
| curriculum_tailoring_and_adaptation | Curriculum tailoring, learning adaptation measures and arrangements, and remedial teaching are adopted. |
| home-school_co-operation_url | http://www.fagps.edu.hk |
| home-school_co-operation | Based on the sincere collaboration between parents and the school, the Parent-Teacher Association initiates parent volunteer work and parent groups to support the school and parents. |
| school_ethos | Our pupils are actively educated, nurtured and cultivated through the teachings of Christ, the practice of multiple intelligences and the implementation of moral education in our positive, caring and healthy school environment to become industrious, responsible and moral people. |
| future_dev_url | http://www.fagps.edu.hk |
| school_dev_plan | 1. Improve teaching quality and effectiveness through promoting professional interaction and exchanges among teachers.<br>2. Develop students' multiple intelligences and implement Universal Gifted education to nurture students' potential.<br>3. Cultivate students with Christian education principles, faith, hope and love. |